Geography Research Paper Example | Topics and Well Written Essays - 500 words - 1

Geography - Research Paper Example Japan consists of about 70% forests and mountainous regions that are not arable, and thus not suitable for agricultural businesses and industries as well as for housing. Consequently, the majority reside in the coastal areas, having exceedingly high population densities. Additionally, Japan’s climate is varied with rich biodiversity of animals and plants. Japan is a constitutional monarchy, headed by a prime minister, the central power and an emperor, with limited authority. Currently, the Japanese emperor is Akihito and the prime minister, Naoto Kan. The government systems show a major influence from the Chinese. They also sustain among the largest budgets for the military of any country globally. Japan has one of the most urbanized cities in the world. The largest are Tokyo, Yokohama and Osaka. The people are racially homogenous, with very little foreigners. The main religion practiced is Buddhism and Shintoism. Japanese culture is very rich, including woodblock printing, paintings, manga which is famous today. It also includes musical practices including karaoke. Japanese cuisine is highly regarded around the world. Some of its famous dishes include maki, Japanese rice, sushi and sashimi. Sumo, karate, judo and kendo are the most popular Japanese sports today. The Meiji restoration era, which restored the imperial reign in the year 1868, marked the beginning of Japan’s development and advancement. It was in this time that most of today’s leading Japanese industries were established and created. A massive acceleration in the manufacturing of goods and products and the erection of infrastructure occurred as a result. It has one of the most urban and industrialized cities. Increasingly rising in its power, wealth, development and eminence worldwide, Japan is becoming more and more urbanized and advanced, especially in the fields of technology and in making electronics, gaming,

Management Essay Example for Free

Management Essay 1) What forces for change are evident at the Oconomo plant? (5) The forces for change that are evident at the Oconomo plant are the callenges dealing with high labor cost. As a result Lamprey is deciding to lower wages from $16 to $1.60 per hour. Also the union and Oconomo are disagreeing with this new change taking place with the wages. 2) Which of the forces in force-field analysis do you think would be more powerful than the other in this situation? Between the two forces I think the Driving Force would be more powerful than the other in this situation. The greatest force that drives the company to expect change is that it’s operating at a high cost and instead of giving returns it’s giving out loses. As a result, the aim of the company is to make changes so that it can appreciate profits in the future. In additional to there being high cost the thing that needs to be understood is that in order for the company to meet its operations it must realize some of the returns from what it has invested. Having invested in the company the managers and shareholders should expect that the company is going to provide sufficient returns which will be shared and at the same time enable the company to stay in the market. There also exist the risks of the competitors who are in the market currently. For the company to make it in the market, it must change its working conditions so that they fit with the current market situation. Another problem is the workers point of refusing to cooperate. The company is planning to reduce the amount of pay it’s going to provide to its workers with a significant drop. This is a great problem which workers are not ready to accept the desired change of the company. Another force for change is that competitors are in the market and of late they have threatened the company from the services and products that they are providing to the society. Quality is one thing that the company should look at so as to retain its market segment else the upcoming companies will outperform the company. 3) What is the primary type of change needed – changing â€Å"things† or changing the â€Å"people and culture†? The primary change that is appropriate at the moment is changing the people and their culture. The reason as to why changing people and culture is of importance to the company is that having changed people all other things will work accordingly. People’s culture is of importance in the way the company operates simply because if the culture or people fit in the objectives of the company then all other things will be in place. People are the main target of any given business set up. This means that in changing anything that is in respect to the company’s operations then the people and their culture is the initial thing that should be taken into consideration. Another thing is that having changed people’s perception competitors will have no say because you would have drove the attentions of the market to your operations. 4) What do you think is the underlying cause of the union leaders’ resistance to change? Union leaders are resistant to change due to a single reason which the company is reluctant to handle. The reason as to the resistance is that Oconomo plant has plans to provide workers with less wages which they feel they cant live within that budget. Looking at some companies which are emerging, union leaders are not ready to accept the change simply because those companies are giving out wages which are high and the quality of services and products that they have is almost outdoing the one Oconomo plant is providing. Jim has a hard time of convincing union leaders on what should be done. What he is supposed to do is to give union leaders the risk behind getting a new job if they lose the one they have. There are so many people in the town who are looking for job. Also, he should convince them to work as the negotiation is being carried out for a better change. There are benefits that workers get from the company and if they resign, such as medical and insurance benefits, then they will no longer get until they get another job.

Free Essays - The Role Model in The Adventures of Huckleberry Finn :: Adventures Huckleberry Huck Finn Essays

The Role Model in The Adventures of Huckleberry Finn "The Adventures of Huckleberry Finn" gives a visual look at the time in which the author Samuel Clemens lived. He explains how he felt about his life through the eyes of a young boy named Huckleberry Finn. Huckleberry Finn has many adventures that teach him life lessons we can learn from today. Although there are differing opinions on whether Huck Finn is a good role model for today's young people, I will explain why I think he is. Huck is a good role model for several reasons. First, he believes that slavery is wrong. He believes in treating people equally regardless of color. When Huck sees the widow's runaway slave Jim on Jackson's Island, he has mixed emotions about what he should say and do. He feels badly that the widow is going to sell Jim and separate him from his family. Huck decides against better reasoning to help Jim escape down the Mississippi River to Cairo. Another example of good role modeling is Huck's faithfulness to those he loves and cares for. Huck lies to protect Jim on several occasions. Lying is not the best thing, but to Huckleberry, the truth is not always a black and white issue. He is faithful to his friends and chooses friendship instead. He knows that Jim's family needs him. In today's language, Huckleberry's reaction to Jim's situation would reflect what Spock of Star Trek says, "The needs of the many outweigh the needs of the few." An illustration of another positive side of Huck shows us that he has a good and true heart, and the best intentions even though they may not turn out right. For example, the widow tells Huck to pray for the dinner they are having. Huck's interpretation is, "God thank you for the meal and if you get the chance, please let me catch a big catfish." The widow tells Huck that he shouldn't pray for material things. Huck disagrees because his Sunday School teacher teaches him to pray to God for what you want, and it will be granted. The widow tells him that the teacher is talking about spiritual things. He still disagrees, and Free Essays - The Role Model in The Adventures of Huckleberry Finn :: Adventures Huckleberry Huck Finn Essays The Role Model in The Adventures of Huckleberry Finn "The Adventures of Huckleberry Finn" gives a visual look at the time in which the author Samuel Clemens lived. He explains how he felt about his life through the eyes of a young boy named Huckleberry Finn. Huckleberry Finn has many adventures that teach him life lessons we can learn from today. Although there are differing opinions on whether Huck Finn is a good role model for today's young people, I will explain why I think he is. Huck is a good role model for several reasons. First, he believes that slavery is wrong. He believes in treating people equally regardless of color. When Huck sees the widow's runaway slave Jim on Jackson's Island, he has mixed emotions about what he should say and do. He feels badly that the widow is going to sell Jim and separate him from his family. Huck decides against better reasoning to help Jim escape down the Mississippi River to Cairo. Another example of good role modeling is Huck's faithfulness to those he loves and cares for. Huck lies to protect Jim on several occasions. Lying is not the best thing, but to Huckleberry, the truth is not always a black and white issue. He is faithful to his friends and chooses friendship instead. He knows that Jim's family needs him. In today's language, Huckleberry's reaction to Jim's situation would reflect what Spock of Star Trek says, "The needs of the many outweigh the needs of the few." An illustration of another positive side of Huck shows us that he has a good and true heart, and the best intentions even though they may not turn out right. For example, the widow tells Huck to pray for the dinner they are having. Huck's interpretation is, "God thank you for the meal and if you get the chance, please let me catch a big catfish." The widow tells Huck that he shouldn't pray for material things. Huck disagrees because his Sunday School teacher teaches him to pray to God for what you want, and it will be granted. The widow tells him that the teacher is talking about spiritual things. He still disagrees, and

English Speaking

englishbanana. com’s Talk a Lot Spoken English Course by Matt Purland A Great New Way to Learn Spoken English Elementary Book 1 Complete 12-week spoken English course All materials, instructions and answers are included Brand new and unique learning method Learn and recall questions, answers and negatives using 8 common verb forms †¢ Learn 400+ essential vocabulary words †¢ 100% photocopiable †¢ †¢ †¢ †¢ englishbanana. com’s Talk a Lot Spoken English Course Elementary Book 1 This book is dedicated to Anna and Julia, with love and thanks xx nd also: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (Insert the name of the teacher who has most inspired you to learn. ) English Banana. com [email  protected] com ISBN-13: 978-0955701511 English Banana. com Copying Licence: You may freely print, copy and distribute this book, subject to our Copying Licence (visit our website at www. englishbanana. com for full details) First published in the UK by English Banana. com 2008  © Copyright Matt Purland 2008 Talk a Lot Introduction Welcome to a new kind of English course!Talk a Lot is a great new way to learn spoken English, and quite a departure from the standard ELT course book. Instead of spending hours reading and writing, students have the opportunity to engage in challenging and fun speaking and listening activities with their friends. On this course students learn how to think in English as well as Talk a Lot! The Talk a Lot course objectives are very simple: †¢ †¢ †¢ †¢ Every student talking in English Every student listening to and understanding English Every student thinking in English, and Every student taking part in classTalk a Lot is structured so that every student can practise and improve English grammar, vocabulary, pronunciation, intonation, word and sentence stress, and interpersonal skills, by working in pairs, groups and one to one with the teacher. The main benefits of Talk a Lot are: †¢ †¢ †¢ Students have to think in English during lessons in a controlled and focused way Students learn how to memorise correct English structures naturally, without abstract and unrelated grammar lessons Students learn how to construct eight different common verb forms, using positive, negative and question forms, as well as embedded grammar appropriate to their level.The verb forms studied are: Present Simple, Present Continuous, Past Simple, Past Continuous, Present Perfect, Modal Verbs, Future Forms, and First Conditional Students learn 400+ essential vocabulary words by heart Students enjoy following a simple and effective method that produces results quickly †¢ †¢ The ten lesson topics studied in Talk a Lot Elementary Book 1 are: Town, Food, Shopping, Health, Transport, Clothes, Work, Family, Home, and Free Time. Thanks to all of ou r students who have been trialling this course in recent months. Remember, teachers can download and print all the blank forms hat are necessary for running an English course, such as blank registers and enrolment forms, individual learning plans, and initial assessments, all for free, from our website at www. englishbanana. com. We’d love to hear from you about how you have used this book and how your course went, so please feel free to contact us via our website feedback form or by emailing [email  protected] com. We’d also be really excited to hear about your ideas and proposals for new Talk a Lot topics and activities that we can use in future Talk a Lot books.With best wishes for a successful course, th Matt Purland, Ostroda, Poland (6 April 2008) For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com i Talk a Lot Contents i ii Introduction Contents 1 1 How to Use this Course How to Use this Course: Course Outline Lesson Outline Assessment Methods, Tests and Examination Sentence Blocks Discussion Questions Role Plays Discussion Words and Question Sheets 8 13 14 15 17 18 19 Student Course Report Sentence Blocks – Q & A Sentence Blocks – Six Great Tips for Students 20 20 21 22 23 24 25 26 27 28 29 30 Sentence Blocks Town – Sentence Blocks Food and Drink – Sentence Blocks Shopping – Sentence Blocks Health – Sentence Blocks Transport – Sentence Blocks Family – Sentence Blocks Clothes – Sentence Blocks Work – Sentence Blocks Home – Sentence Blocks Free Time – Sentence Blocks Sentence Block Extensions 34 4 35 36 37 38 39 40 41 42 43 Discussion Questions Town – Discussion Questions Food and Drink – Discussion Questions Shopping – Discussion Questions Health – Discussion Questions Transport – Discussion Questions Family – Discussion Questions Cl othes – Discussion Questions Work – Discussion Questions Home – Discussion Questions Free Time – Discussion Questions 44 44 45 Role Plays Town – Role Plays Food and Drink – Role Plays For more fun worksheets, games and quizzes log onto www. nglishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com ii Talk a Lot Contents 46 47 48 49 50 51 52 53 54 57 Shopping – Role Plays Health – Role Plays Transport – Role Plays Family – Role Plays Clothes – Role Plays Work – Role Plays Home – Role Plays Free Time – Role Plays Role Play Extensions Role Plays – Mood Chart 58 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 Discussion Words and Question SheetsTown – Discussion Words Town – Discussion Words (Question Sheet) Food and Drink – Discussion Words Food and Drink – Discussion Words (Question Sheet) Shopping – Discussion Words Shopping – Discussion Words (Question Sheet) Health – Discussion Words Health – Discussion Words (Question Sheet) Transport – Discussion Words Transport – Discussion Words (Question Sheet) Family – Discussion Words Family – Discussion Words (Question Sheet) Clothes – Discussion Words Clothes – Discussion Words (Question Sheet) Work – Discussion Words Work – Discussion Words (Question Sheet) Home – Discussion Words Home – Discussion Words (Question Sheet) Free Time – Discussion Words Free Time – Discussion Words (Question Sheet) 78 78 79 80 81 82 83 84 85 86 87 Vocabulary TestsTown – Vocabulary Test Food and Drink – Vocabulary Test Shopping – Vocabulary Test Health – Vocabulary Test Transport – Vocabulary Test Family – Vocabulary Test Clothes – Vocabulary Test Work – Vocabulary Test Home – Vocabulary Test Free Time â €“ Vocabulary Test 88 88 Lesson Tests Lesson Test – Town For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com iii Talk a Lot Contents 89 90 91 92 93 94 95 96 97 Lesson Test – Food and Drink Lesson Test – Shopping Lesson Test – Health Lesson Test – Transport Lesson Test – Family Lesson Test – Clothes Lesson Test – Work Lesson Test – Home Lesson Test – Free Time 98 98 99 100 101 102 103 104 105 Verb Forms Practice Present Simple Present Continuous Past Simple Past Continuous Present Perfect Modal Verbs Future Forms First Conditional 106 End of Course Oral Examination 06 110 111 End of Course Oral Examination Talk a Lot Course Certificate – Template 1 Talk a Lot Course Certificate – Template 2 112 Answers 112 113 114 115 116 117 118 119 119 121 122 123 124 125 126 Sentence Blocks Town Food and Drink Shopping Health Tra nsport Family Clothes Work Home Free Time Sentence Block Extensions Discussion Words and Question Sheets Town Food and Drink Shopping Health Transport Family Clothes For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com iv Talk a Lot Contents 127 128 129 131 Work Home Free Time Lesson Tests Town Food and Drink Shopping Health Transport Family Clothes Work Home Free Time 132 133 34 Sentence Stress 134 137 140 What is Sentence Stress? Sentence Blocks – Sentence Stress Sentence Stress Activity Cards 141 Sentence Block Verbs from Elementary Book 1 142 Discussion Words from Elementary Book 1 147 The 48 Sounds of English with the International Phonetic Alphabet (IPA) For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com iv How to Use this Course Talk a Lot How to Use this Course Course Outline: †¢ Before the course be gins perform an initial assessment with each student to check that they are at a suitable level for the course, and then enrol them onto the course.This course is aimed at students who are at a good elementary level or preintermediate level. For this course we recommend that there are no more than ten students per class. The course is divided into twelve three-hour lessons. The first ten lessons each have a different topic; while lesson 11 is intended for the revision of material studied over the ten weeks, and lesson 12 is reserved for the students’ examinations and an end of course review. We recommend that you hold one lesson per week, making this a twelve week course comprising 30 guided learning hours, plus 6 hours of guided revision and examination. It’s up to you what order you do the lessons in; you don’t have to follow our order of topics!If your students need more than three hours of study per week, why not offer them two 3-hour lessons per week: one T alk a Lot lesson, as described below, and one lesson using traditional teaching methods, which include conventional reading, writing and grammar-based activities that could complement the intensive speaking and listening work of the Talk a Lot lessons. You could follow a standard EFL or ESL course book such as New English File or New Headway, using material that complements the Talk a Lot lesson, so that in Week 2, for example, both 3-hour lessons are on the subject of Food and Drink. This would then give you a course with 60 guided learning hours.The lesson topics are: Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12 Town Food Shopping Health Transport Clothes Work Family Home Free Time Revision Exam & End of Course Review †¢ †¢ †¢ Lesson Outline †¢ In our lesson outline, each lesson lasts for three hours (180 teaching minutes). This can vary according to your needs, for example, in some English langu age classrooms one teaching hour is equal to 45 minutes, and so 3 teaching hours would be 2? hours. Or it may be that you have only 2 hours per week with your group of students. You can still use Talk a Lot activities to serve up a satisfying and stimulating lesson – just in a shorter timeframe.For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 1 Talk a Lot How to Use this Course †¢ Each lesson focuses on a specific vocabulary topic, for example â€Å"Town†. For each lesson the teacher can draw from seven different activities: Sentence Blocks Discussion Questions Role Plays Discussion Words Vocabulary Test Lesson Test Show & Tell It is not necessary to use every activity in every lesson. We believe that there is more material in this book for each lesson than is needed to fill 3 hours, so the teacher can mix and match, using different activities in different lessons.Similarly, it i s not necessary to do the activities in the same order (as given below) in every lesson, but mix things up each time so that students don’t become used to a set lesson order. †¢ Bearing that in mind, here is an example of how you could structure a 3-hour long Talk a Lot lesson: 15 mins Welcome and vocabulary test (see page 5) based on the previous lesson’s topic. The teacher reads out the twenty words to the students in their native language and they write them in English. The teacher gives back lesson tests, discusses the answers with the students, and can also ask random questions from the previous lesson’s sentence blocks to check how much the students have remembered. The teacher introduces the topic of this lesson, for example, â€Å"Home†. Each student has to show and tell an item to do with this topic, e. g. or â€Å"Home† a student could bring a utility bill, or a cushion from their favourite chair, and then tell the class about it. Th e teacher also brings something to â€Å"show and tell†, and then introduces the eight new sentence block starting sentences and wh- questions on the board or on the handout (see page 8). It is essential that the teacher checks that the students understand the sentences, so that they are meaningful to students when they practise them later on. The teacher asks different students to model one or two of the sentence blocks, which will act as a reminder to students of how to make the sentence blocks. 15 mins 20 mins Students make the sentence blocks in pairs, for example, sitting back to back without eye contact.They don’t write anything down and must not copy the sentence block starting sentences from the board. For this activity all the talk flows from the students making the sentence blocks from the starting sentences and wh- questions on the board or on the handout. Next, the teacher introduces the eight discussion questions for this lesson to the whole class (see pag e 13). Again, it is important that the teacher checks that their students understand the vocabulary that is used. Students should be encouraged to use their dictionaries to check new words. 10 mins For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 2 Talk a Lot How to Use this Course 0 mins Working in pairs or small groups, students practise the discussion questions. This is free speaking practise – the antithesis of having to make pre-set sentences using the sentence blocks. The students can change partners several times in order to get a good variety of practice, then the whole class comes together and feeds back to the group, with the teacher asking additional follow-up questions. During this time the teacher removes the sentence block sentences from the board, or asks the students to return their sentence block handouts. We’re halfway through! Have a cup of tea and some fresh air â €“ or just hang out! 25 mins After a relaxing break it’s time for some brain work – the lesson test (see page 5)!The aim of this test is for the teacher to find out what vocabulary the students can remember from the previous lesson and to get an idea of how well they are coping with making the sentence blocks. The teacher could decide to use this slot for activities with the discussion words (see page 15) or for making role plays (see page 14) – or for both, if your students are up to the challenge! The students practise the sentence block sentences again, but this time without any written record – nothing on the board and no handout. The teacher monitors each pair and helps them where necessary, making sure that they are making the sentence blocks successfully.Towards the end of this time the whole class comes back together to give each other feedback. The teacher asks questions from the eight sentence blocks to different students, who should give a correct, or nearly correct, sentence – all from memory. In the early weeks this will be more difficult for the students, but after a few lessons with this method students should be able to answer confidently, having memorised some or all of that lesson’s sentence blocks. Open question time – students can ask any English-related question. The teacher looks at the students’ workbooks (this can be any suitable course book that students work through at home and which complements the lesson) and checks students’ progress.The teacher sets the topic for the next lesson and gives out the handouts for the next lesson’s vocabulary test. The teacher could either give or spend a few minutes eliciting the twenty new words in the students’ first language. The teacher should encourage students to keep all of their handouts in their own file, for revision and further study at home. 25 mins 30 mins 10 mins Assessment Methods, Tests and Examination The overall course mark for each student is reached by continuous assessment and an end of course oral examination. Individual students are monitored throughout the course and their progress recorded in a number of different ways.The aim of using continuous assessment is to encourage students to work hard in every lesson – because every lesson counts and effort is rewarded along with accuracy – and to work hard at home, e. g. learning the vocabulary words each week. Each student gets a combined mark out of 80 for each lesson which is based on the following: For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 3 Talk a Lot How to Use this Course †¢ †¢ †¢ †¢ †¢ vocabulary test: lesson test: student’s lesson mark – accuracy: student’s lesson mark – effort: total lesson mark: maximum of 20 marks maximum of 40 marks maximum of 10 marks maximum of 10 marks maximum of 80 marksThe lesson marks are added together on the individual Student Course Reports as the course progresses. Students don’t have access to their lesson marks as they are added together, but they do see their marks for the vocabulary and lesson tests, as well as getting feedback on these tests and on their general performance each week. Teachers should award marks out of 10 to each student for every lesson based on the level of their achievement during the lesson (accuracy) and their commitment during the lesson (effort). It goes without saying that teachers should strive to be wholly objective and not give in to favouritism when awarding these marks.Over the ten lessons all of the lesson marks are added together to give an individual total for each student, to which is added the score from their final exam. This gives each student a grade for the whole course, ranging from A to U (ungraded fail): †¢ †¢ †¢ maximum lesson mark of 80 x 10 = 800 marks + maximum final exam mark of 100 = maximum course mark of 900 marks Grade system: Grade A = 800-900 marks Grade B = 650-800 marks Grade C = 550-650 marks Grade D = 400-550 marks Grade E = 250-400 marks Grade U = less than 250 marks First Class Very Good Good Fair Pass Pass Fail Grades A-E are passes. Grade U is ungraded and means that the student has failed the course.The student’s grade is recorded on their course certificate, for example: â€Å"Grade: A† â€Å"Achievement: First Class† You could use one of the course certificate templates at the back of this book (see pages 110-111), or create your own. Lesson Assessment During pair and group work the teacher monitors the students, checking and correcting grammar and vocabulary where necessary, e. g. during discussion questions and sentence For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 4 Talk a Lot How to Use t his Course block practice. In all such â€Å"free practice† work the teacher should keep referring students back to the grammar that is being learned by making the sentence blocks, for example if a student says: â€Å"What you want? †, remind them that: â€Å"You must have a verb after a wh- question. In this way the free practice work will help to consolidate what is being learned from the more structured practice of forming the sentence blocks. Written homework based on the topics and activities from each lesson could be given, checked and marked by the teacher. However, written work must be kept to a minimum during the lesson and students should not to write out full sentence blocks. This is Talk a Lot, after all! The students may instinctively begin to write down the starting sentences from the board, or make notes about the sentence blocks, but discourage this because it is a waste of lesson time in which they have a valuable opportunity to talk in English.The Ta lk a Lot method encourages students to use their memories as a learning tool and to activate the grammar that they already know before they join the course. When a student writes down the sentence blocks, they give full permission to their memory to forget this information, since they know it is safely recorded somewhere. Without the safety net of pen and paper students have to challenge themselves to work harder to make the sentence blocks (which are, after all, simply question forms and answers, based around individual verb forms). The time for writing out sentence blocks is at home, where students can write to their hearts’ content! They also get a chance to see full sentence blocks in written form when they do the lesson test – once per lesson.As we have seen, the Talk a Lot certificate is based on marks gained during continuous assessment along with a final oral exam at the end of the course. Lesson assessment also includes more formal testing with regular vocabul ary tests and lesson tests, the marks from which are added to each student’s running total of marks. The teacher keeps track of each student’s progress by adding the results of their tests and other marks to their individual Student Course Report (see page 17). Vocabulary Tests All Talk a Lot tests should be run in exam conditions, with folders and dictionaries closed, no talking, and no copying. The vocabulary test could be held near the beginning of the lesson, as a way of quietening students down and getting them into study mode.We recommend that the teacher runs the vocabulary and lesson tests in the same positions during the lessons each time so as to give a sense of structure and routine to the tests which can be reassuring for students. Teachers should try to mark the vocabulary test during the lesson break and give students their results in the same lesson. The teacher keeps a record of the students’ scores on their Student Course Reports and measures pr ogress made, as well as spending time during and between lessons addressing issues with individual students. Lesson Tests The primary aim of the regular lesson test is to consolidate the work done in the previous lesson. If you run this test immediately after the break it will help to settle students down and get their minds focused again on learning English. Set a time limit of no more than 25 minutes and stick to it.As with the vocabulary tests, the aim of the lesson test is to check students’ progress and both identify weaker students who may need extra support, e. g. help with making the sentence blocks, and identify stronger students who may need a greater challenge during lessons. For example, to maximise the effect of pair work the teacher could pair a stronger student with a weaker student. Lesson tests are marked by the teacher after the lesson and the results given to students at For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 5 Talk a Lot How to Use this Course the beginning of the next lesson, when there is time for a brief discussion of incorrect answers and other points raised by the test.The results from both tests enable the teacher to see not only who is paying attention during lessons, e. g. when making the sentence blocks, but also who is working at home: learning the vocabulary words, both meanings and spellings, and writing out sentence blocks. At their discretion, a teacher may allow students who have missed a lesson to catch up on course marks by taking both tests at another time, e. g. after the present lesson. Or the teacher may decide that the student has missed the lesson and so cannot catch up on the marks, a scenario that will affect their final course score. However, if the latter applies the teacher should give the student in question the material to study at home in their own time.Verb Forms Practice These pages can be introduced by the teacher as extra worksheets at any time during the course if students are having problems with sentence blocks based on a particular verb form, or if they need more focused verb forms practice. A follow up activity would be for students to imagine their own sentence blocks based on particular verb forms, e. g. the teacher asks students to work in pairs and make four new sentence blocks using present perfect form – orally, without writing anything down. In general, it’s better for students to use a variety of different verb forms in a normal lesson, rather than studying a different verb form each lesson, because if a student misses one lesson they won’t have missed out on studying a complete verb form.End of Course Oral Examination General Notes on the Examination: The Talk a Lot end of course exam is a one to one oral examination with the teacher reading the questions and the student answering. The exam should last for a maximum of 20 minutes. The exam is recor ded onto tape and marked by the teacher. The results are added to the student’s individual Student Course Report and their overall course score and final grade can be calculated, which are then added to the student’s certificate. At no time should the student see the examination paper, whether before, during or after the examination. Nor should the student write down anything during the exam. The teacher writes the starting sentence and question word (printed in bold) on the board for each sentence block question.The examination questions are taken randomly from the course work studied and include material from every topic covered during the course. During the examination the teacher should not prompt the student for answers or help them in any way, apart from to explain the instructions so that the student understands what they have to do. Students may not use a dictionary during this examination. At the end of the course the teacher could give a prize to the student (or students) with: †¢ †¢ the best course score overall the best vocabulary test grades overall For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 6 Talk a Lot How to Use this Course †¢ †¢ the best lesson test grades overall the best attendance record the most improved student (comparing the beginning and the end of the course) Marking Guide: There are four kinds of question that form the examination: 1. Make sentence blocks (questions 1, 5, 9, and 13) The maximum score is 8 marks. Students score one mark for each fully correct line, with correct intonation and sentence stress, and one mark for naming the correct verb form. Students get only half a mark if the intonation and/or sentence stress of a line is incorrect. In the last two lines of each sentence block the answers will vary as students have to change part of the original information to produce a negative answer. Accept an y answer that is grammatically correct and makes sense within the given context.Don’t penalise students for making contractions, or not making them. For example, if the answer on the examination paper says â€Å"No, he doesn’t†, but the student says â€Å"No, he does not†, don’t mark them down. It is still an accurate answer. 2. Answer discussion questions (questions 3, 6, 11 and 14) Students can score up to a maximum of 4 points for each question based on the following criteria: The student should answer the question and speak for approximately 1 minute: 4 marks: the student produces sentences which are completely or almost completely correct in terms of grammar, pronunciation, intonation, and sentence stress. There are between 0-2 errors.Excellent use of vocabulary and interesting subject matter the student produces sentences which are good in terms of grammar, pronunciation, intonation, and sentence stress, but there are between 3-4 errors. Good use of vocabulary the student produces sentences which can be understood in terms of grammar, pronunciation, intonation, and sentence stress, but there are many errors the student attempts to answer the question, but not using full sentences nor correct grammar, pronunciation, intonation, and sentence stress. Part of their answer can be clearly understood, but there are many errors the student has not attempted the question or the answer is incoherent 3 marks: 2 marks: 1 mark: 0 marks:The teacher should make a note in the box provided of several examples of the student’s performance, including errors as well as correct structures. 3. State ten vocabulary words on a given topic (questions 2, 7, 12 and 15) When students have to list ten vocabulary words, the teacher could keep a tally in the box provided, e. g. IIII IIII †¦ Give a half mark in the event of wrong word stress or incorrect For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 7 Talk a Lot How to Use this Course intonation and/or pronunciation. When stating ten different vocabulary words the student cannot include the example word which is given in the question. 4.Answer discussion word questions (questions 4, 8, 10 and 16) The answers and marks for these questions are provided on the examination paper. Give a half mark in the event of wrong word stress or incorrect intonation and/or pronunciation. Sentence Blocks Designed specifically for the Talk a Lot course, the sentence block method is a brand new way to teach English grammar with speaking practice. The main benefit of this method is that the students have to do all of the work. They must listen, think hard, and remember. They must produce eight sentences, both positive and negative, using a given verb form, and two different question forms, using wh- questions and questions with auxiliary verbs.They must produce the eight sentences based on a given st arting sentence and a given wh- question word, using a pre-agreed set of rules. When they are working on the sentence blocks students are speaking and memorising correct English. They are learning to use key verb forms in English, forming questions and responses organically as they focus all their attention on making the sentence blocks successfully. They are also learning new vocabulary and have to produce their own ideas to make the last two negative sentences work. So what is a sentence block and how do you make one? A sentence block is a group of eight consecutive sentences, made up of seven lines, that forms a two-way conversation.There are strict rules governing how a sentence block must be made, which students should learn. At the beginning of the course: The students receive two handouts explaining the basic terminology used when talking about sentence blocks and some helpful rules for making them (see pages 18 and 19). The teacher should spend time discussing these pages wi th the students, in particular explaining: †¢ †¢ †¢ When we use each of the eight verb forms that are explored during the course What we mean by subject-verb â€Å"inversion† How auxiliary verbs are used, and the rule for using â€Å"do† as an auxiliary verb In the first lesson or two the teacher will need to train the students to make the seven lines that form a sentence block.In the ensuing lessons students should be able to form the sentence blocks themselves, based on the given sentences on the board or handout. It is very important that in each lesson the teacher ensures that students understand the vocabulary used in the sentence blocks before they are let loose on the task of making them. This is an example of how an individual student could be coached to form a sentence block for the first time. When coaching groups, ask a different student for each of the lines. The teacher has written the first starting sentence on the board; for example, this one from the â€Å"Shopping† lesson: I used my debit card to buy a pair of shoes for work. For more fun worksheets, games and quizzes log onto www. englishbanana. com now!Talk a Lot Elementary Book 1  © English Banana. com 8 Talk a Lot How to Use this Course The teacher: OK, we’re going to make a sentence block. There are seven lines in a sentence block and eight different sentences. [Pointing to the board at the starting sentence. ] This is the first line. Can you read it for me, please? [The student reads it out loud. ] Do you understand this sentence? The student: Yes. The teacher: OK. [Writes â€Å"What† underneath the starting sentence. ] To make the second line can you ask a â€Å"what† question based on the starting sentence? The student: What did you use to buy a pair of shoes for work? The teacher: Good. Very good. Excellent.Note: if a student has a problem producing any part of the sentence block, the teacher should prompt them with the first word, then the next, and in this way â€Å"coax† the sentence out of them by, if necessary, saying the whole sentence and getting the student to say it with them, then to repeat it without the teacher’s help. The teacher: And what is the short answer? The student: My debit card. The teacher: OK. Great. Note: it is very important that the teacher praises the student as they get sentences right and gently encourages them when they have taken a wrong turn. It is also important for the teacher to keep the momentum going so that the sentence block is made with a sense of rhythm and an almost urgent pace. This will keep the student focused and thinking about the task in hand. The teacher: So now we’ve got three lines. Can you repeat them for me? [The student does so correctly. ] Now, let’s get to five lines.Ask a question with inversion. The student: Did you use your debit card to buy a pair of shoes for work? The teacher: Good. And the short answer? The studen t: Yes. For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 9 Talk a Lot How to Use this Course The teacher: Yes, what? The student: Yes, I did. The teacher: Good. Very good. So now we’ve got five lines. We’re almost there. Can you repeat the five lines, please? [The student does so correctly. ] OK, so, to complete the sentence block, let’s ask the same kind of question with inversion but this time to get a negative answer.Look at the question word. Focus on the â€Å"what†. Change the â€Å"what† to get a negative answer. The student: Did you use cash to buy a pair of shoes for work? The teacher: And give a short answer in the negative. The student: No, I didn’t. The teacher: Then a full negative answer. The last line is made up of two negative sentences. The student: I didn’t use cash to buy a pair of shoes for work. Note: students have to invent some thing here (â€Å"Did you use cash†¦? †) that makes sense in the same context. They should try to think of a sensible option to get a negative answer. For example, the teacher must not accept: â€Å"Did you use a car to buy a pair of shoes for work? because it doesn’t make sense. Students often struggle to remember to make two negative sentences for the last line. Encourage them and stress the two negative sentences. The teacher: Excellent! Now tell me all seven lines†¦ Throughout, the teacher should help the student to achieve the correct pronunciation, word and sentence stress (see page 134), rhythm and intonation. If a student makes a mistake during a line, ask them to repeat the whole line again. Of course, in the example above the student has given almost all of the correct answers straight away. This is purely to serve a purpose in this guide – to give a clear example of what the students should aim for.The teacher should also encourage the stud ents to think about word and sentence stress and to emphasise the correct words in each sentence, for example: Did you use your debit card to buy a pair of shoes for work? Yes, I did. Did you use cash to buy a pair of shoes for work? No, I didn’t. I didn’t use cash to buy a pair of shoes for work. For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 10 Talk a Lot How to Use this Course Students may have a tendency to try to say all seven lines with a questioning intonation at the end of each line. For example, they might say: The student: Did you use cash to buy a pair of shoes for work? No I didn’t? Ask them to think about the meaning of what they are saying and to make definite statements without the questioning intonation.Some students may try to gabble and deliver their lines very quickly without apparent thought of what they mean – wholly focused on their goal of rememb ering each line and forming the sentence blocks as quickly as possible. Ask them to slow down and to focus on what each sentence means. So, in the example above the seven lines and eight sentences of the sentence block are: 1. I used my debit card to buy a pair of shoes for work. (starting sentence) 2. What did you use to buy a pair of shoes for work? (wh- question) 3. My debit card. (short answer) 4. Did you use your debit card to buy a pair of shoes for work? (question with inversion) 5. Yes, I did. (short answer) 6. Did you use cash to buy a pair of shoes for work? (question with inversion to get a negative answer) 7. No, I didn’t.I didn’t use cash to buy a pair of shoes for work. (two sentences – a short negative answer and a long negative answer) The teacher should ensure that the students follow the sentence block structure and that they recap each group of sentences after the 3rd and 5th lines. If a student has a tendency to â€Å"Um†¦Ã¢â‚¬  and â €Å"Er†¦Ã¢â‚¬  their way through each line, challenge them to say the lines without doing this. As they monitor the pairs engaged in making the sentence blocks – saying one line each – the teacher will sometimes need to be firm with the students, and ask them to keep focused when it looks as though their minds are beginning to wander, and of course the teacher also needs to keep focused!For example, when leading sentence block practice at the front of the class, the teacher will need to be one step ahead of the students and know the next sentence in their mind – what they want the student to produce – before the student produces it. Embedded Grammar: In each lesson students will practise making positive sentences, negative sentences and question forms using the following verb forms: †¢ †¢ †¢ †¢ †¢ †¢ †¢ present simple present continuous past simple past continuous present perfect modal verbs (e. g. can, should, mu st, have to, etc. ) future forms (with â€Å"will† and â€Å"going to†) For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 11 Talk a Lot How to Use this Course †¢ first conditional While doing sentence block practice the students may be unaware that they are using eight different verb forms.It is better not to focus on this and blow their minds with grammar, but instead make sure that the students are making the sentence blocks correctly. For example, it is essential that students understand the eight starting sentences on the board or handout at the beginning of the lesson, and also know how to make a sentence block, before they begin pair work with a partner. The starting sentences all contain embedded grammar, which means grammar that occurs as a natural part of the sentence block as it is being spoken and automatically memorised, rather than grammar that is explicitly presented to students as an isolated grammar topic, such as: â€Å"In today’s lesson we are going to study wh- questions†¦Ã¢â‚¬  etc.The embedded grammar in the sentence blocks at Elementary level includes: †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ positive and negative forms use of articles use of auxiliary verbs a variety of main verbs in each unit subject and object pronouns yes/no questions wh- questions active and passive sentences punctuation marks prepositions of place and time some/any singular/plural nouns: common, proper, abstract, countable, uncountable, etc. intensifiers – too, really, very, completely, etc. use of infinitives adjectives adverbs of frequency and manner possessive pronouns determiners – this, that, those, these, etc. there is/there are formal and informal situations use of gerunds comparat ives and superlatives relative clauses – that, which, who, where, etc. The teacher could pick up on any or all of these grammar topics in more detail if they run the course as a 60-hour course (see page 1).Miscellaneous Notes: †¢ As well as with students in groups and pairs, this method can also be used successfully with students on a one to one basis, with the teacher prompting the student to produce the sentence blocks, first with the sentences on the board or handout, and later from memory. For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 12 Talk a Lot How to Use this Course †¢ Teachers (or students) can also imagine their own starting sentences based on the verb form or vocabulary that they wish to practice. Different Ways to Practice Forming Sentence Blocks: †¢ †¢ †¢ †¢ †¢ In a circle – the teacher or a student leads and chooses each student in turn to form the complete sentence block. The students sit back to back in pairs and say one line each, then reverse who starts.The students chant a complete sentence block altogether as a group. The students say one line or one word each, going around the group in a circle. The teacher says a random line from a sentence block and asks a student to produce the next line. Note: every sentence block can be said or chanted in a continuous way by adding an eighth line at the end that begins with â€Å"So†¦Ã¢â‚¬  and continues with the question on line 2. For example: Line 1: Peter walks two kilometres to his office every day. Line 2: Who walks†¦ [etc. ] Line 7: No, he doesn’t. Jeff doesn’t walk two kilometres to his office every day. Line 8: So, who walks†¦ [then, continuing with line 3, â€Å"Peter does. † and so on] Discussion QuestionsStudents work in pairs with student A asking student B the first question, then student B asking student A the sa me question, before moving on to the next question. After between 510 minutes the students change partners and repeat the process with a different student. Where there are empty boxes on the handout – for example questions 1, 3, 4, and 6 on the Town Discussion Questions handout – the students should write down their partners’ answers. This is partly to encourage the students to focus on the task in hand, and partly so that the teacher, who should be monitoring all the pairs, can see written evidence that the questions are being asked and answered.Before the students move off to work in pairs the teacher should look at the handout with the whole group and ensure that everybody understands the task and vocabulary used in the questions before they begin. For example the teacher could pre-teach some of the more difficult words and there could be a dictionary race to see which student finds each word the fastest. Extension activity: pairs that have finished the activ ity early could think up their own new discussion questions based on the same topic, or the teacher could prepare additional questions for the students. At the end of the activity the whole group comes back together for group feedback, where the teacher chooses a student to read a question and tell the class both their own answer and their partner’s answer.The teacher should highlight errors that have occurred and elicit the answers from the group. Interesting structures could be explored in more detail on the board. Assessment: This activity is assessed by the teacher checking and correcting students as they monitor each pair, listening in and making comments where necessary, e. g. challenging incorrect question forms, and writing down notes for later exposition on the board during the group feedback period. The students’ achievement in this activity is recorded as part of their overall lesson score (for accuracy and effort) by the teacher at the end of the lesson. Fo r more fun worksheets, games and quizzes log onto www. englishbanana. com now!Talk a Lot Elementary Book 1  © English Banana. com 13 Talk a Lot How to Use this Course Role Plays Students work in pairs or groups of three to develop and rehearse a short role play with three scenes, based on the information given to them on the handout, which is then performed to the rest of the class. They have to include the title of the outline somewhere in their role play, e. g. Family role play 1: â€Å"You did that on purpose! † The role play can be fully acted out, with props and costumes, or be simply a dialogue, but students shouldn’t be writing during this activity. Writing can be done at home. In the Talk a Lot classroom the focus should be mainly on spoken English.As with the discussion questions activity the teacher should ensure that students understand what they have to do and are confident with the vocabulary used on the role play handout before they begin. The teacher s hould insist that each group produces three different, distinct scenes, teaching them to think of the role play as three parts of a whole, with a through-line and a logical progression through the scenes, for example: †¢ †¢ †¢ Scene 1: Setting up the situation Scene 2: Action Scene 3: Result To make this task more challenging, you could agree as a group that all role plays have to include certain things, as well as what is in the outline, for example: a) a person’s name b) a place name c) an object (e. g. n aubergine or a giraffe’s toothbrush) d) a certain phrase e) a prop f) a costume The teacher could provide a costume box and a prop box in the classroom with plenty of dressing up clothes or objects for students to use in their role plays. If your students particularly enjoy doing role plays, they could try the role play extensions (see pages 54-56) in addition to the role play outlines on the handouts, but role play must be only one element of a Talk a Lot lesson. Make sure that in each lesson there is a balance of activities, for example: tests, sentence block building, discussion questions, role plays, etc. It’s fine when students want to veer away from the outlines given on the handouts. The aim of the activity is for the students to put the flesh on the bare bones of the outlines.For example, they should suggest character names, place names, names of businesses, and so on. The suggested outlines are only there to get ideas flowing. The teacher could suggest new situations for role plays or more imaginative groups of students could think up new role plays of their own, but based on the same lesson topic. The Mood Chart: Use the mood chart on page 57 to add an extra dimension to the role plays. Print the page onto card, cut up the cards and put them into a bag. Each student picks one card – one mood – and they have to act out their role play using this mood exclusively. When watching each role play the aud ience have to guess which moods the actors have picked.In another variation, the audience pick the moods that they want to see used in a role play, or all the groups have to rehearse the same role play using different moods, and the audience have to For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 14 Talk a Lot How to Use this Course guess the moods. Assessment: As with the discussion questions activity this activity is mainly assessed by the teacher checking and correcting students as they monitor the groups, listening for errors that could be dissected later on in a group feedback session, and correcting grammar in line with the work being done on forming sentence blocks.Again, the students’ achievement in this activity is recorded as part of their overall lesson score (for accuracy and effort) by the teacher when they sit down and write each student’s course report. Because this ac tivity is drama-based, the audience could make their opinion heard too, giving marks out of ten for each role play based on: a) language accuracy b) effort c) imagination d) best costumes, use of props, lighting, sound, etc. Or they could give thumbs up (1 or 2) or thumbs down (1 or 2). The audience feedback is just for fun and not recorded on each student’s course report. Discussion Words and Question Sheets It’s amazing how much you can do with forty cut-out vocabulary words!We have outlined many activities for using these words with students on the discussion words question sheets. First of all, print the discussion words page onto thin card and cut up the cards with scissors. If possible you could laminate them to make them extra sturdy. The main activity goes as follows: sit down with the whole class around a large table and lay out all the cards face down. Students take a number of cards each. The number they take depends on the number of students in the class an d for how long the teacher wants the activity to last, e. g. for a ten minute activity ten students could each take two cards. Go around the group one student at a time. Each student picks up a card and has to describe the word in English without saying it.The other students have to guess the word. The students could use dictionaries to find new words that they don’t know. It’s possible for students to make this activity deliberately harder for their peers by giving a more cryptic description! Using the Question Sheets: The teacher reads the questions out loud in a random order. Or one or more of the students could read the questions out. The teacher should use as many of the questions as is necessary to fill the time that they have allotted to this activity. For example, if you have 25 minutes for this activity it’s unlikely that you will need to use the main activity as described above as well as all twenty questions on the handout.As with the Talk a Lot cours e in general, there is more material here than will probably be needed; but as all teachers know: it’s better to have too much material planned for a lesson that not enough! For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 15 Talk a Lot How to Use this Course Extension Activities: †¢ †¢ †¢ †¢ The students work on the main activity with the words in pairs or small groups. The students have to think of ten, twenty, thirty or forty additional words on the same topic, e. g. Home, and make their own discussion words cards. The teacher or the students invent new questions based on the original/new words. Have a game of vocabulary bingo.Each student writes down fifteen words from the forty words in three lines: five on the top, five on the middle and five on the bottom. The teacher reads out words from the group at random. The students cross out the words they have written down when they hear the teacher say them. The students race to see who can cross off the first line, then two lines, then all the words. â€Å"Yes/No† questions: one student takes a card with a word on it, keeping it secret from the others, who have to ask â€Å"Yes/No† questions in order to find out what the word is. The first student can only answer â€Å"Yes† or â€Å"No†. For example, for food and drink words the other students could ask: â€Å"Is it a vegetable? †, â€Å"Is it green? †, â€Å"Does it grow in a field? †, etc. ntil they are able to guess the identity of the word. This is a great activity to get students making questions with inversion. The students match the phonetic and English spellings of different words (see page 142), translate words into/from the IPA, or group words by the sounds they contain. A student mimes different words without talking, while the others have to guess them. Word association activities: a) the teacher (or a student) chooses a word and each student has to say six words that they associate with this word, or each student in the group has to say one word. For example, if the word is â€Å"car† the students could say â€Å"wheel†, â€Å"engine†, â€Å"driver†, â€Å"gears†, â€Å"Ford†, â€Å"garage†, and so on. he teacher (or a student) chooses a word and the first student says the first word that comes into their head, followed by the next student and the next in a kind of word association chain. See how long your group can go for without running out of steam. You may be surprised where you end up! For example: â€Å"supermarket† > â€Å"shopping† > â€Å"centre† > â€Å"middle† > â€Å"school† > â€Å"work† > â€Å"job†, and so on. †¢ †¢ †¢ †¢ b) †¢ Make any of these activities into a competition – individual or team – with points given f or correct answers, and prizes. The teacher could even deduct points for incorrect answers. Prizes could be awarded for the first student to answer a question correctly, or the student who wins the vocabulary bingo, or who can think of the most new words on the same topic without a dictionary.For a fun group competition there could be a league, with the same teams competing in each lesson for points that accumulate towards a running total. It depends on how competitive your students are! Assessment: As with the other free practice activities in Talk a Lot (show and tell, discussion questions and role plays) assessment is performed by the teacher checking and correcting during the task, giving individual and group feedback, and referring students back to the grammar learnt from forming the sentence blocks. The students’ achievement in this activity is also recorded as part of their overall lesson score (for accuracy and effort) by the teacher on each student’s course re port.For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 16 Talk a Lot Student Course Report Name: ___________________________________________________________ Lesson Town Food & Drink Shopping Health Transport Family Clothes Work Home Free Time Final Exam /100 Course Total Mark Course Final Grade Attendance /30 GLH Vocabulary Test /20 Lesson Test /40 Lesson Mark – Accuracy /10 Lesson Mark – Effort /10 Start Date: ________________ Total Marks /80 Class: ________________ Teacher’s Comments Attendance as a % Talk a Lot Elementary Book 1  © English Banana. com 17 Talk a Lot Sentence Blocks – Q & A Q: What is a sentence block?A: A sentence block is a group of eight consecutive sentences, made up of seven lines, that forms a two-way conversation. It consists of positive and negative sentences, and two question forms – a wh- question and two questions with inversion (â₠¬Å"yes-no† questions). Q: What is a starting sentence? A: The first sentence in a sentence block. Q: What is a wh- question word? A: A question word that begins with â€Å"wh-†. For example, â€Å"what†, â€Å"where†, â€Å"when†, â€Å"who†, â€Å"why†, â€Å"whose†, and â€Å"which†. â€Å"How† is also a wh- question word because it contains the letters â€Å"h† and â€Å"w†. Wh- questions are asked to obtain information, rather than a â€Å"yes† or â€Å"no† answer.They have a falling intonation, which means that the tone of your voice does not go up at the end of the question, as it does with â€Å"yes-no† questions. Q: What is a question with inversion? A: Also known as a â€Å"yes-no† question, because the answer is usually â€Å"yes† or â€Å"no†, a question with inversion is a question where the subject and verb have been swapped around (or â€Å"inve rted†). They always start with an auxiliary verb (be, have, or do), a modal auxiliary verb (e. g. can, will, must, should, etc. ), or verb â€Å"to be†. For example, this sentence is a statement: â€Å"John is a DJ†. To make this statement into a question with inversion we need to swap around the verb (â€Å"is†) and the subject (â€Å"John†) to make: â€Å"Is John a DJ? Questions with inversion always have a rising intonation, which means that the tone of your voice has to go up at the end of the question. Q: What is an auxiliary verb? A: Auxiliary verbs are helping verbs. They don’t have any meaning of their own in the sentence, but they help the main verb to form a verb phrase. For example, in this sentence: â€Å"Ellen was talking about her sister who loves fish and chips†, â€Å"was† is an auxiliary verb (from verb â€Å"to be†) which works together with the main verb â€Å"talking† to make the past continuou s verb form. There are three primary auxiliary verbs in English: â€Å"be†, â€Å"have† and â€Å"do†, as well as modal auxiliary verbs such as â€Å"can†, â€Å"will† and â€Å"must†. Q: What is each of the eight verb forms used for?A: The uses of the verb forms studied during this course can be summarised as follows: Present Simple: Past Simple: Present Continuous: Past Continuous: Present Perfect: Modal Verbs: Future Forms: First Conditional: to talk about regular actions and things that are always true to talk about completed actions in the past to talk about what is happening at the moment to talk about continuous actions in the past: what was happening when†¦ to talk about past actions which are quite recent or relevant to now to talk about permission, possibilities, ability, and probability to talk about future plans, predictions and intentions to talk about what will happen if a certain condition is met For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 18 Talk a Lot Sentence Blocks – Six Great Tips for Students 1. During each lesson we work with the same verb forms in the same order. Look for patterns. Each lesson try to apply what you have learnt in previous lessons. 2. After a â€Å"wh† question or phrase (such as â€Å"What time†¦? † or â€Å"How long†¦Ã¢â‚¬ ) there must follow an auxiliary verb or main verb â€Å"to be†. 3.Questions with inversion always start with an auxiliary verb or main verb â€Å"to be†. 4. In questions with inversion the subject of the sentence must follow the auxiliary verb. 5. If there is either auxiliary verb be or have in the starting sentence, use it to make the questions and answers that follow. If there isn’t, you must use do as an auxiliary verb to make the questions and answers. 6. Use as much of the starting sentence in the resulting questions and answers as you can. For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 19 Sentence Blocks For full instructions see page 8 Talk a Lot TownSentence Blocks: 1. 2. 3. 4. 5. 6. 7. 8. (Present Simple) Peter walks two kilometres to his office every day. Who (Present Continuous) We’re waiting patiently for the bus at the bus stop opposite the church. Where (Past Simple) Jennifer bought a couple of cakes at the bakery, then ran to the post office. What (Past Continuous) The department store was opening until 10 o’clock because they were having a massive sale. Why (Present Perfect) I’ve agreed to meet Dan in the old market place outside the library. Who (Modal Verbs) We could drive to the lake and go fishing. Where (Future Forms) The new optician’s next to the bank will open next Friday. When What First Conditional) If the tennis court is busy we can go to the gym in stead. For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 20 Talk a Lot Food and Drink Sentence Blocks: 1. 2. 3. 4. 5. 6. 7. 8. (Present Simple) The best kind of bread is white sliced bread. What (Present Continuous) Michelle is having salad and pasta because she doesn’t eat meat. Why (Past Simple) Daniel gave himself the largest portion of ice cream. Who (Past Continuous) Ellen was talking about her sister who loves fish and chips. Who (Present Perfect) Jenny has just put the cheese in the fridge. Where Modal Verbs) Potatoes can be boiled, mashed, fried, chipped, roasted or oven-baked. How (Future Forms) We’re going to buy some fruit at the supermarket this afternoon. When (First Conditional) If you eat too much chocolate you will put on weight. What For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 21 Talk a Lot Shopping Sentence Blocks: 1. 2. 3. 4. 5. 6. 7. 8. (Present Simple) Emma is the manager of a small Italian restaurant. Who (Present Continuous) Simon is visiting the new shopping centre near St. Mark’s Road. What (Past Simple) I used my debit card to buy a pair of shoes for work. What Past Continuous) Jan was leaving the car park because she had finished her shopping. Why (Present Perfect) I’ve looked everywhere in this shop for a tin of vegetable soup, but I can’t find one anywhere. Where (Modal Verbs) We should take the lift to the fifth floor. What (Future Forms) After we finish buying groceries, we’ll go to Nero’s for a quick coffee. When What (First Conditional) If the checkout assistant offers to pack my bags I’ll let her. For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 22 Talk a Lot Health Sentence Blocks: 1. 2. 3. 4. 5. 6. 7. 8. (Present Simple) Being healthy is very important to me. What Present Continuous) Sammi is sitting in the waiting room with her mum and brother. Where Why (Past Simple) I phoned my doctor this morning to make an appointment. Who (Past Continuous) Ella was telling the receptionist about her husband’s painful arthritis. How many (Present Perfect) I’ve taken two tablets three times a day for a week, but I still don’t feel any better. When (Modal Verbs) Kenny has to take his prescription to the pharmacy tomorrow. (Future Forms) Simon is going to visit the optician’s for an eye examination. Why What (First Conditional) If you ask the doctor she will give you some good advice about your problem. For more fun worksheets, games and quizzes log onto www. englishbanana. com now!Talk a Lot Elementary Book 1  © English Banana. com 23 Talk a Lot Transport Sentence Blocks: 1. 2. 3. 4. (Present Simple) I usually get the train at 7. 28. When (Present Continuous) Gemma is drivin g to the airport to pick up her grandmother. Where (Past Simple) I flew from Heathrow to Copenhagen last night. What (Past Continuous) Oliver was crossing the road when he was hit by a bus. Who 5. 6. 7. 8. (Present Perfect) We’ve cancelled our flight because our daughter is ill. Why (Modal Verbs) All passengers must show their passports and boarding passes at the gate. What (Future Forms)

Century and Youth

How can we be hope of our country when we are more updated on the kop or on fashion than being updated on the news In our economics and In the state of our country? Yes, I am a youth of today but I really can't help it. I am a ass's baby and comparing before than this 21 SST century really does have a lot of differences. We play patenting, landing lap pick and alike while the youth today play data, video games and others. It is because of modernization people don't even talk a lot because they are more focus on their gadgets.Everyone seems to be a gadget freak. Why don't we stop testing, beckoning, internet browsing, tweeting and Mainstreaming for a while and let us reflect. How many times you check on your phone a day? I bet less than 25 times. How many times you read a newspaper? I'm sure you don't even give a glance. How much do you care about your likes on faceable and how much do you care on how your parents like what you are doing?Some of you do really read tabloids and alike b ut most of the youth today would rather check their newsfeed gazillion times than read the articles on the newspaper. Youth now have a lot of knowledge on everything they read on faceable, the question now is, do they have knowledge on what's on their preference book at school? It is really funny to think that youth can stay up late just because of playing data or because of beckoning but when It comes to studies, they rather sleep early.When we ask most of the youth today, we can't get a nice answer, we can't get a straight answer. Why? It is because that's what they get from too much watching television and Dolling everything even If It's good or bad. Who's to blame; the youth, the media, the parents or the society? You can you still consider yourself a hope of our mother land? Let us start the change or the better, don't let other things deviate us from where we should be, don't let the circumstances stop us from learning, let us work together and prove that we can still critical ly and act smart.People can change, and we still have all our time to change for the better. Let us face our books not faceable. Let us be more concern on what the government is doing not what your neighbors are doing. Let us be the role model of the young ones. Let us take the straight path. Let us lead the country to a brighter future. Start now before it's too late. Let us prove that we are really the hope of our motherland.

Why is Art History Important Essays

Why is Art History Important Essays Why is Art History Important Essay Why is Art History Important Essay Behind the greatest civilization and technological advances that is prominent in the world today, lies the rich historical legacy left behind our great ancestors. This great legacy shared to us is visible through the magnificent forms of ancient art. These forms of art are the best and most accurate descriptive tools that can bridge the present generation to our ancestors impressive life furing the past.While art history effectively depicts the life in the past era, it has also become a powerful and influential tool that guides modern artists in crafting their own works of art. The massive importance of ancient art is widely reflected by the comtemporary societys dependence on ancient art (Fabian 1993). This influence can be seen not only in visual art, but also in literature and writings.Cave Art made during the Paleolithic Era is one of the most distinctive forms of art. The Paleolithic Era arts were produced during the last Ice Age, approximately 32,000 to 11,000 years ago (Heindo rff 2006). These cave arts came in forms of paintings, engravings and drawings. There are about 280 decorated caves that featured these arts.The pictures depicted in cave arts represented primitive forms of calendars, almanac and tribal ceremonies that ancient people had indulged in. These arts are monumental figures that stood to forever reminisce the richness of culture that was prevalent in the era.Another Paleolithic relic is the   Willendorf Statue forged around 25,000 to 30,000 B.C. It was also called as the â€Å"Paleolithic Venus image.† The figure possessed by the statue was a symbol of bounty of nature and abundance. The tribes during the era looked up to the statue with reverence as it depicted wealth and blessings (â€Å"Venus of Willendorf Statue†). In addition, the figure was also used as a symbol of fertility and classical beauty.Aside from the symbolic purposes that the figure served, it was also distinctively important for the people who lived during the era especially for the women. The statue, as anthropologists believed, represented women and their importance in the tribe. It was a sign of ancient matriarchy which meant that during these times, women were indeed important in the society.Another distinguished work of art is the Stonehenge. The Stonehenge during the Neolithic England was one of the most celebrated and praised works of art. Stonehenge was used as prehistoric monuments, thus becoming one of the most famous and oldest prehistoric sites in the world. These standing stones were believed to have been built around 2200 B.C. It was assumed that these monumental stones also served as burial sites during 3000 B.C.However, throughout history it is believed that these monuments were not standing constant, rather it served a continuous purpose. Historians and archeologists believed that the purpose of these stonehenges varied – that people during the past eras have made use of the prevalent works of art to signify t heir forms of subsistence (â€Å"Stonehenge: Wiltshire England†). It evolved simultaneous to the cultural transition experienced during the era. Hence, this feature added to the distinctive characteristics of the Stonehenges.The Cave Art, Willendorf Statue and Stonehenges are three of the most famous and distinctive works of art that the world has ever seen. It served different purposes based on the prevalent culture during the era when it was created, and based on the tribes who made them.   Nonetheless, they depicted and catered to the needs of the people living during that generation. As such, the way that those forms of art have been of massive importance during the era that it served, the influence it bestowed in the present generation is equally celebrated. And by tracing the roots of these works of art, the purposed that they served and still wish to impart upon the younger generations is not wasted. Thus, it is necessary that art history and the way it links us to t he past should never take a backseat in the present era.Fabian, Carole Ann. (March 1993). â€Å"Collection Development Policy Art and Art History.† Lockwood Memorial Library. 27 June 2008 http://ublib.buffalo.edu/libraries/asl/staff/cd/cdpolicyart.htmlHeindorff, Ann Mette. (July 2006). â€Å"Cave Art.† Arts History on Stamps.   27 June 2008 http://arthistory.heindorffhus.dk/frame-Style01-CaveArt.htmâ€Å"Stonehenge: Wiltshire England.† (n.d) Bradshaw Foundation. 27 June 2008 bradshawfoundation.com/stonehenge/stonehenge.phpâ€Å"Venus of Willendorf Statue.† (n.d) Abraxion. 27 June 2008 abaxion.com/sq720.htm

Company analysis Duoyuan Printing Inc.

Company analysis Duoyuan Printing Inc. Duoyuan Printing inc. is a corporation based in China with its headquarters in Beijing. It deals in production of offset printing equipments. At the moment it stands as the biggest company that is privately owned and deals with offset printing equipment production in China.Advertising We will write a custom research paper sample on Company analysis: Duoyuan Printing Inc. specifically for you for only $16.05 $11/page Learn More It also has two other establishment factories in Langfang and Hunan. The company combines the low cost of production in China with great technical innovation to sell its range of products cheaply compared to the same products produced in the western countries. The company has an established distribution network with coordinated efforts towards the market. To expand their brand name in the market, the company participates a lot in trade shows for industries and holding seminars. It also offers free training to customers who show interes t in their products. This has enabled the company to maintain its network of business for a long time. Duoyuan Printing inc. has a better advantage over its small competitors since it is the leading company in this field. It has a monopoly control of the market since it has the resources to advance research in the technology of offset printing equipment. With this in mind it can roll out a new product or a more improved product very fast. Coupling this with the fact that it controls the market, it is able to streamline the efforts made over the market. It has systems in place to control its sales and collection and its payments. The main focus of the company, Duoyuan Printing inc., is on its customers and staying ahead in the market. This has enabled the company to reach great success and profitability over the previous two fiscal years. Duoyuan Printing inc. has also maintained production of quality offset printing equipments making their customers satisfied and wanting to continue dealing with them. With each product comes a one year warranty where they also provide training support for operating the equipments. Besides this, the warranty covers repairs that are genuinely a result of the equipment malfunctioning.Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Looking at the origin of the company, it traces back in 1994. This was when the company began small with just one product, a format offset press that is singled colored. It has now moved from that humble beginning to having a range of wonderful products. Their products include: Single Color Small Format Press, singled colored large format press, multicolored small format press, and lastly multicolored large format press. Besides this the company has future plans to begin making post press products. This involves making a paper machine that can actually corrugate a strong printing paper such as cardboard paper. It has also grown from having one production plant to two production plant in strategic locations of China. The other two production plants are located in Langfang and Hunan. In 2006, it merged with a Wyoming co and in 2009 it got listed in the New York Stock Exchange and managed to raise over 40 million dollars. An overview of the corporate itself shows that the company has been making good profit since 2004. Their growth in terms of revenue has been on the increase steadily for the last 5 years. In the fiscal year of 2004, its overall revenue stood at approximately 13 million dollars and by 2007 its revenue had shot to approximately 50 million dollars. The main reason for this overwhelming growth in revenue can be attributed to one of its range of products that has found use in the current market. This product is the multicolored large format press. This growth is still continuing at the moment since as stated earlier, the company has risen above its national c ompetitors in China which are owned by the government. The company moved their focus to selling products of higher margins. One of these products that the company produces is the multicolored large format press. Over recent past this product has shot up in terms of pricing. This increase is attributed to the labor cost of production since to produce the equipment; the company spends an increased amount to pay the workers. Producing the product requires laborers who are highly skilled implying that more money will be used to pay them. Even with this increase marginal cost, the company has still been able to stay above its competitors.Advertising We will write a custom research paper sample on Company analysis: Duoyuan Printing Inc. specifically for you for only $16.05 $11/page Learn More It is projected that the company will continue to rise and stay in business because of its strategic location. The company is right at the center of a market that is continu ing to grow. By last year, 2010, China became the biggest market globally in the field of commercial printing and publishing. The company relies on low operation, labor and raw material cost that is the advantageous with China. Besides this, the company has an efficient process of production while offering their products at low prices. This makes them competitive and attractive to the customer. Projecting the future of the company using these facts, then the company will soon be a multinational company with several subsidiaries in different parts of the world. Duoyuan Printing Inc. Duoyuan. 2009. Web. Financial 8. Latest Duoyuan Printing (DYP) Stock Research, Analysis and News. 2011. Web. Scribd. Duoyuan Printing, Inc. Profile. 2011. Scribd.com. Web. SEC. Investigating Duoyuan Printing over allegations of fraud. 2010. Web.

Biography of John Marshall, Supreme Court Chief Justice

Biography of John Marshall, Supreme Court Chief Justice John Marshall served as the chief justice of the United States Supreme Court from 1801 to 1835. During Marshalls 34 year tenure, the Supreme Court attained stature and established itself as a fully co-equal branch of the government. When Marshall was appointed by John Adams, the Supreme Court was widely viewed as a weak institution with little impact on government or society. However, the Marshall court became a check on the power of the executive and legislative branches. Many opinions written during Marshalls tenure established precedents which still continue to define the powers of the federal government to this day. Fast Facts: John Marshall Occupation: Supreme Court chief justice, secretary of state, and lawyerBorn: September 24, 1755 in Germantown, VirginiaDied: July 6, 1835 Philadelphia, PennsylvaniaEducation: College of William MarySpouses Name: Mary Willis Ambler Marshall (m. 1783–1831)Childrens Names: Humphrey, Thomas, MaryKey Accomplishment: Raised the stature of the U.S. Supreme Court, established the Supreme Court as a co-equal branch of government Early Life and Military Service John Marshall was born on the Virginia frontier on September 24, 1755. His family was related to some of the wealthiest members of the Virginia aristocracy, including Thomas Jefferson. However, because of several scandals in previous generations, Marshalls parents had inherited little and subsisted as hard-working farmers. Marshalls parents were somehow able to acquire a number of books. They instilled a love of learning in their son, and he compensated for a lack of formal education through extensive reading. When the colonies rebelled against the British, Marshall enlisted in a Virginia regiment. He rose to the title of officer and saw combat at battles including Brandywine and Monmouth. Marshall spent the bitter winter of 1777-78 at Valley Forge. It was said that his sense of humor helped him and his friends cope with the great hardship. As the Revolutionary War neared its end, Marshall found himself sidelined, as most of the men in his regiment had deserted. He remained an officer, but he had no men to lead, so he spent time attending lectures on the law at the College of William and Mary- his only experience with formal education. Legal and Political Career In 1780, Marshall was admitted to the Virginia Bar and began a law practice. Two years later, in 1782, he entered politics, winning the election to the Virginia legislature. Marshall earned a reputation as a very good lawyer whose logical thinking made up for his lack of formal schooling. He attended the convention at which Virginians debated whether to ratify the Constitution. He argued forcefully for ratification. He took a particular interest in defending Article III, which deals with the powers of the judiciary, and embraced the concept of judicial review- foreshadowing of his later career on the Supreme Court. In the 1790s, as political parties began to form, Marshall became a leading Federalist in Virginia. He aligned himself with President George Washington and Alexander Hamilton, and was a proponent of a strong national government. Marshall avoided joining the federal government, preferring to stay in the Virginia legislature. This decision arose partly from the fact that his private law practice was doing very well. In 1797, he accepted an assignment from President Adams, who sent him to Europe as a diplomat during a time of tension with France. After returning to America, Marshall ran for Congress, and was elected in 1798. In early 1800, Adams, who had been impressed by Marshalls diplomatic work, appointed him secretary of state. Marshall was serving in that position when Adams lost the election of 1800, which was eventually decided in the House of Representatives. Appointment to the Supreme Court In the final days of John Adams presidency, a problem arose on the Supreme Court: the Chief Justice, Oliver Ellsworth, resigned due to failing health. Adams wanted to appoint a successor before leaving office, and his first choice, John Jay, turned down the job. Marshall delivered the letter that contained Jays rejection of the position to Adams. Adams was disappointed to read Jays letter turning him down, and asked Marshall who he should appoint. Marshall said he did not know. Adams replied, I believe I must nominate you. Though surprised, Marshall agreed to accept the position of chief justice. In an odd quirk, he did not resign from the post of secretary of state. Marshall was easily confirmed by the Senate, and for a brief period he was both chief justice and secretary of state, a situation that would be unthinkable in the modern era. As the post of chief justice was not considered a lofty position at the time, it was perhaps surprising that Marshall accepted the offer. It is possible that, as a committed Federalist, he believed serving on the nations highest court might be a check on the incoming administration of Thomas Jefferson. Landmark Cases Marshalls tenure leading the Supreme Court began on March 5, 1801. He sought to strengthen and unify the court, and at the outset he was able to convince his colleagues to stop the practice of issuing separate opinions. For his first decade on the court, Marshall tended to write the courts opinions himself. The Supreme Court also assumed its lofty position in the government by deciding cases which set important precedents. Some of the landmark cases of the Marshall era are: Marbury v. Madison, 1803 Perhaps the most discussed and influential legal case in American history, Marshalls written decision in Marbury v. Madison established the principle of judicial review and was the first Supreme Court case to declare a law was unconstitutional. The decision written by Marshall would provide future courts with a sturdy defense of judicial power. Fletcher v. Peck, 1810 The decision, which involved a land dispute case in Georgia, established that a state court could strike down a state law as being inconsistent with the U.S. Constitution. McCulloch v. Maryland, 1819 The case arose from a dispute between the state of Maryland and the Bank of the United States. The Supreme Court, led by Marshall, held that the Constitution gave the federal government implied powers and that a state could not regulate the power of the federal government. Cohens v. Virginia, 1821 The case, which arose from a dispute between two brothers and the state of Virginia, established that the federal courts could review state court decisions. Gibbons v. Ogden, 1824 In case involving the regulation of steamboats in the waters around New York City, the Supreme Court held that the Constitutions commerce clause gave the federal government broad powers to regulate commerce. Legacy During the 34 years of Marshall’s tenure, the Supreme Court became a fully co-equal branch of the federal government. It was the Marshall court that first declared a law passed by Congress to be unconstitutional and set important limits on state powers. Without Marshalls guidance in the early decades of the 19th century, it is unlikely the Supreme Court could have grown into the powerful institution it has become. Marshall died on July 6, 1835. His death was marked with public displays of grieving, and in Philadelphia, the Liberty Bell cracked while being rung in tribute to him. Sources Paul, Joel Richard. Without Precedent: Chief Justice John Marshall and His Times. New York, Riverhead Books, 2018.Marshall, John. Shaping of America, 1783-1815 Reference Library, edited by Lawrence W. Baker, et al., vol. 3: Biographies Volume 2, UXL, 2006, pp. 347-359. Gale Virtual Reference Library.Marshall, John. Gale Encyclopedia of American Law, edited by Donna Batten, 3rd ed., vol. 6, Gale, 2011, pp. 473-475. Gale Virtual Reference Library.John Marshall. Encyclopedia of World Biography, 2nd ed., vol. 10, Gale, 2004, pp. 279-281. Gale Virtual Reference Library.

Did DB Cooper Get Away With It Research Paper Example | Topics and Well Written Essays - 1000 words

Did DB Cooper Get Away With It - Research Paper Example This research will begin with the statement that on the day before Thanksgiving 1971, one of the most famous airplane hijackings in US history took place in the skies over the Pacific Northwest. In the over forty years since, the â€Å"DB Cooper† case has continued to rivet the nation’s, if not the world’s, attention. Since no corpse was ever found, the question remains. Wednesday, November 24, 1971, a man calling himself Dan Cooper bought an airline ticket from Portland, Oregon, to Seattle, Washington and soon boarded Northwest Orient Flight 305. The man was generally described by witnesses as a normal looking fellow, possibly early forties, and wearing a black raincoat over a dark business suit. The aircraft was a Boeing 727 and the flight was a normally uneventful half-hour trip. According to retired FBI agent Ralph Himmelsbach, the lead investigator on the case, in his book Norjak: The Investigation of D.B. Cooper, shortly after takeoff, just before 3:00 PM, Cooper passed a note to the flight attendant, stating he had a bomb and the plane was being hijacked. Although frightened, she asked to see his bomb and he showed her his briefcase which was full of some odd red cylinders with a cylindrical battery that she assumed might have been sticks of dynamite. The stewardess then told their conversation and showed the note to the cabin crew, who dutifully relayed the information to Federal Aviation Administration (FAA) officials in Seattle.

An Investigation Of The Common Reason Special Education Students Fail Dissertation

An Investigation Of The Common Reason Special Education Students Fail To Graduate From High School - Dissertation Example ACKNOWLEDGMENTS TABLE OF CONTENTS ABSTRACT iv ACKNOWLEDGMENTS ii TABLE OF CONTENTS iii CHAPTER ONE 1 INTRODUCTION 1 Background 2 Problem Statement 12 Purpose of the Study 15 Research Questions 16 Scope of the Study 16 Limitations and Delimitations 17 Definition of Terms 20 Research Plan 21 CHAPTER TWO 25 LITERATURE REVIEW 25 Introduction 25 Overview 26 Institutional reasons for dropping out 39 School belonging and dropout rates 45 Special education services and dropout rates 48 Exit exams 50 Inclusion: Does it reduce dropout rates? 55 Teachers and inclusion 65 Dropout prevention programs 72 IEP programming 75 Transition programming 77 Programs attending to social and academic elements of student lives: Finn’s participation-identification model of school engagement-belonging 80 School belonging and engagement and special education 92 Case studies of best practice school engagement programs that have improved the retention level of special education students in high school 100 C onclusion 103 CHAPTER THREE 105 METHODOLOGY 105 Introduction 105 Research Questions 106 Design 107 Active Observation 113 Intensive Interview 115 Replication of the Study 117 The Researcher’s Role 118 Data Collection Procedures 118 In-depth Interviews 119 Qualitative Data Analysis 122 The Coding Process 123 Trustworthiness 127 Ethical Considerations 129 APPENDIX A 143 CHAPTER ONE INTRODUCTION High School Dropout Concerns Educators, policy makers and researchers have consistently tied the achievement gap to the student dropout rate (Ladson-Billings, 2006). As a result, educators, parents, employers and policy makers have expressed concerned over the persistent high drop-out rate particularly among high school students (Burris & Welner, 2005). For instance, reports from the US Census Bureau...For instance, reports from the US Census Bureau indicate that over the last 20 years or so, high school rates in the US have steadily declined to such an extent that it reached 90% (Barton , 2006). There has been a corresponding decline in labor force numbers indicating that fewer and fewer under-educated persons are entering the workforce (Lee and Mather, 2008). Tyler and Lofstrom (2009) reviewed US student data and concluded that dropout rate consistently fluctuates between 22 and 25 percent. The Editorial Projects in Education (EPE) Research Center (2010) conducted a national report, which found that approximately 1.3 million youth drop out of high school every year. However, the White House (as cited in America’s Promise Alliance, 2009) reported the number as a slightly lower figure of 1.2 million. A quantitative review of statistics by Sum et al (2009) demonstrates that â€Å"the incidence of institutionalization problems among young high school dropouts was more than 63 times higher than among young four-year college graduates† (p. 9). The need for effective dropout prevention strategies is important because the increasingly significant gap between the student who leaves high school without earning his/her diploma and the high school graduate has increasingly widened since the 1970s with regard to career mobility, unemploy ment rates and wages.